AlHakam Shaar

Assessed TP7 - World Records (superlatives) - Beginners, A1 level

Assessed TP7 - World Records (superlatives) Beginners, A1 level

Description

The topic of World records from the previous lesson will continue to be the context of this lesson. First sts will recognize the people/things from the pictures of the reading lesson before the T clarifies the superlative form of adjectives. Then students will practise making isolated superlative forms of adjectives as a written drill before they practise with a factual quiz about the world. Finally, the lesson is personalised with a semi-controlled activity that gets students talking about themselves and their families.

Main Aims

To provide clarification of the superlative adjectives in the context of world records

Subsidiary Aims

To provide controlled and semi-controlled speaking practice to improve accuracy and fluency

Procedure (34-45 minutes)

Lead-in (1-2 minutes) • To bring sts back to the context of world records

T posts a picture of the map of the world on the top right-hand corner of the board and then refers sts to the pictures they used for the reading text (with Eda) eliciting that the topic is still world records.

Grammar presentation in context (10-12 minutes) • To clarify MPF of the superlatives

T refers to the pictures in the following order: C, B, D, E, A, and for each picture elicits the idea and a sentence containing the superlative, e.g. "Octavio and Adriana had the longest engagement in the world".
T concept checks ideas using the map. He asks students, e.g. "how long were they engaged?" "67 years". T points at a random spot on the world map and asks "Here: a John and Liza - engagement 70 years. Yes/no/maybe?" "No" "Why no?" "because Octavio and Adraina had the longest engagement in the world".
T drills pron highlighting the stressed syllable and the pronunciation of the superlative inflection "est".
T write up the sentences for the pictures one by one, as done with picture C, analysing form.
T says other adjectives and nominates to different sts to come to the board to make it in the superlative. T elicits an example noun (Ebru) for the superlative adjective (the thinnest in the class). This last procedure should serve as a demonstration for the next activity.

Controlled written practise (5-6 minutes) • To provide a form drill and spelling accuracy

T chests HOs containing adjectives and tells students to make then in the superlative form. T reads out the 1st example and elicits the answer. T then gives sts HOs and 3 minutes to do task.
T monitors to make sure sts use "the"
T asks sts to compare in pairs and then gives out answer key.

Pre-teach vocab (3-5 minutes) • To provide vocabulary needed for the quiz activity that will follow

T points at India and mimes "crowded" trying to elicit the word. If sts don't know it, T says the word, concept checks it by asking CCQs and eliciting examples (from different sts) and then drills the pron.
T follows the same procedure for the words: large, crowded, safe, common, near, young, population, stars, Equator
All words are written in the vocabulary division of the WB, at the left.

Quiz: controlled practice (6-8 minutes) • To provide practice making the superlative in context and to prepare sts linguistically for the quiz

T chests the quiz and tells sts they need to complete the sentences using the adjective provided but in the superlative form.
T ICQs the task, clarifying they shouldn't answer the quiz questions (a, b, c) yet.
T sets 2 minutes.
T monitors and helps if needed.
T asks sts to compare in pairs.
T gets FB and checks answers.
Then, T divides the class into two or three teams, telling them they have only 2 minutes to agree on answers to the questions.
T gets FB from teams recording their scores on the board and giving the right answers. T and sts agree on the winning team.

T chests HO and explain that sts need to write only one word in each circle, about the label above. T demonstrates and clarifies (with ICQs) that sts should only write about one adjective, e.g. either oldest or youngest, but not both.
T gives sts 3 minutes to write words.
T gets the class to mingle to find out about others.
T notes any mistakes in grammar for later error correction
T gets feedback from different sts